DRAFT. Day One 9:00 4:00 TIME ACTIVITY TRAINER NOTES PowerPoint Presentation

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1 Generic Agenda Mentor Training 9:00-9:30 DRAFT Day One 9:00 4:00 TIME ACTIVITY TRAINER NOTES PowerPoint Presentation 1. Welcome/Introductions Partner Interview Display Welcome chart at entrance of training room. Theme music playing in background before training begins Welcome and Introductions Partner Interview Introductions Connections to Mentoring Handouts Outcomes for Day 1 Outcomes chart should be displayed before training begins. PowerPoint: Outcomes Notebook page 9:30-9:40 2. Agenda Day 1 Agenda should be displayed before training begins. 3. Notebook Contents PowerPoint PowerPoint and Chart on wall Housekeeping Norms Notebook Contents Cell phones, breaks, lunch, hand signal, training norms Segue: Explain that we want to draw upon participants background experiences by taking a closer look at mentoring and induction. 9:40-10:00 4. What Do You Say? Activity Ask the participants to read through and complete each prompt on the handout with the words mentoring or induction. PowerPoint What Do You Say? Activity Page in notebook 1

2 10:00-10:45 Table Group Discussion DRAFT Dare to be Different Poster/Quote 5. Here s What So What Now What? Activity Participants jot down facts from the PowerPoint slides they feel are significant in the Here s What column. Table Group Discussion/Activity Groups process what the data means to them (So What). Groups generate a list of possibilities about what we can do at the local level (Now What). Provide chart paper for groups to chart the Now What items. Taken Together Poster/Quote Segue: Close by asking a participant to read the Dare to Be Different Poster/Quote by Bridget Curran and Liam Goldrick. Music Selection: NBC Nightly News theme song PowerPoint: Beginning Teacher Attrition Trends in Employment High Costs Is Mentoring Enough? SC Teachers Report Induction Programs Here s What So What Now What? Activity Page Chart Paper for Now What? Taken Together Poster/Quote Segue: After the break, we will examine statutes and guidelines that provide a framework for our efforts as mentors. 10:45-11:00 Break Music Selection: Give Me A Break 11:00-11:45 6. Implementing Induction Programs and Mentoring Induction and Mentoring Guidelines Input PowerPoint: Objectives of Initiative Program Leadership Bright Ideas Post-It Activity Display Bright Ideas Charts (4) around the room while participants are reading assigned sections of the guidelines. Participants generate ideas on post-it notes assigned chart. Ask groups to select their top two bright ideas to share with the whole group. Ask groups to post remaining post it notes on assigned Bright Ideas Chart. Caregiver Poster/Quote Induction and Mentoring Guidelines (in participant notebook) Bright Ideas Charts (4) to display around the room, post-it notes Group Work Sharing information from Post-its Caregiver Poster/Quote Segue: Administrators must carefully select accomplished teachers to serve as mentors. 2

3 DRAFT 11:45-12:00 7. Mentor Selection and Training Input from Guidelines Stakes Are High Poster/Quote PowerPoint: Mentor Selection Types of Training Stakes Are High Poster/Quote 12:00-12:45 LUNCH Provide Background Music 12:45-1:20 8. Mentor Traits &Teacher Variety Music Selections: Bad Boys Mission Impossible Input PowerPoint: Mentor Traits Jigsaw Activity: Characteristics of Beginning Teachers Individuals in table groups read and record information about the various categories of teachers in the unique column. Each member shares characteristics for group to complete categories. Groups discuss commonalities Not A Day Went By Poster/Quote PowerPoint: Teacher Variety Trust Teacher Variety section in notebook Characteristics of Beginning Teachers Activity Page Not A Day Went By Poster/Quote Segue: Regardless of the pathway to the profession, all educators should meet the same high standards for teaching quality. Let s take a closer look at the South Carolina ADEPT system and Performance Standards as we place emphasis on adding the A and D back into ADEPT in our work as mentors. 1:20-1:35 BREAK Music Selection: Give Me a Break 1:35-2:00 9. Closer Look at ADEPT Input PowerPoint: ADEPT Slides Big Picture Segue: Mentors will assist induction teachers in becoming familiar with the ADEPT Performance Standards and formal evaluation process. They will also guide the beginning 3

4 DRAFT teacher in the writing of their first professional growth and development plan. 2:00-3: Professional Growth and Development Plan Professional Growth and Development Plan Cover Sheet and Template Input PowerPoint: PG&DP Slides Goal and Strategy Slides ADEPT Domain Slides Professional Growth and Development Plan section in the notebook ADEPT section in the notebook Read the Room Activity Instruct table groups to read the assigned scenario and write one goal addressing the scenario. Groups copy the goal and scenario number to the top of the chart paper, leaving room for a list of strategies. When all goals are posted, groups circulate clockwise around the room. Groups read the scenario and the posted goal and write one or two strategies. Monitor time and signal the group when appropriate to move to a new chart. Rotate until original groups can return to their charts for processing. PowerPoint: Activity Instructions for Read the Room Read the Room Scenarios in notebook Chart Paper Have participants carry scenarios handouts with them as they circulate the room. Musical Selection: Electrical Slide Processing Segue: With the conclusion of Read the Room, reiterate the importance of the work of mentors in guiding beginning teachers in their growth as a professional educator. 3:00-3: Evaluation/Closure 212 Degrees Presentation (optional) Input DVD 212 Degrees The 212 degrees presentation serves as a reminder that one extra degree of effort can make all the difference in our work with supporting beginning teachers and retaining accomplished educators. 4

5 DRAFT Day 1 Evaluations Dancer Poster/Quote PowerPoint: Quote Evaluations Provide information regarding Day 2 Registration Forms Close with Parker J. Palmer s quote from The Courage to Teach 5

6 Generic Agenda Mentor Training Day Two 9:00 4:00 TIME ACTIVITY TRAINER NOTES 9:00-9:20 1. Welcome/Introductions Data on Display Display Welcome chart at entrance of training room. Utilize PowerPoint Presentation; transparencies provided as alternative Theme music playing in background before training begins Introductions Data on Display Five Data on Display charts should be displayed before training begins. Introductions Connections to Mentoring Data on Display Handouts Dot stickers placed on tables before participants arrive. 9:20-9:30 Outcomes for Days 2 & 3 Outcomes chart should be displayed before training begins. 2. Agenda Day 2 Agenda should be displayed before training begins. 3. Post-it Evaluation Three Post-it Evaluation charts should be displayed before training begins. Housekeeping Notebook Contents Display Data posters on wall. PowerPoint/Transparency: Outcomes Notebook page PowerPoint and Chart on wall PowerPoint Charts (3) on wall: What s Working? What s Not? What Questions? Cell phones, breaks, lunch, hand signal Segue: Look at support to provide beginning teachers in order to shape and mold quality teachers and teacher leaders of tomorrow. 1

7 9:30-9:45 4. Context and Overview Music Selection: NBC Input District turnover rates Nightly News theme song PowerPoint/Transparencies Quotes Briefly review Day 1 national picture and move to state/district statistics.) BT Attrition Turnover Revolving Door OG Retention Rates Distribute District Teacher Turnover Rate Handout (CERRA Supply and Demand). Allow process time. What do you notice about the turnover rate? How does your district compare to surrounding districts and/or districts that have similar characteristics? 9:45-10:00 5. Overview Graphic Overview of two days of training The charts for the Overview should be displayed before training begins. It will require 4 pieces of chart paper to construct the overview graphic. Draw the triangle on one chart, sources of information on another piece of paper, support and assessment, and the cycle (plan, reflect, teach). PowerPoint slide provided to introduce the Overview Graphic as well. Segue: Look at an overview of the two-day training and the support programs for BTs. PowerPoint/Transparency: Overview Graphic (OG) Notebook page: OG Charts on wall will be completed during training. (Use large post-it notes) Ask participants to remove overview graphic page from notebook so that they can easily refer to the OG Guiding Principle: A period of teacher induction is important for all new teachers. 10:00-10:15 6. Guiding Principles Input Guiding Principles in relationship to the Segue: Now we will take a look at the Guiding Principles. PowerPoint/Transparency: Guiding Principles 2

8 Overview Graphic Notebook page: Guiding Principles Trainers could divide Guiding Principles and each share 4 of the Principles. Focus on unlearning. OG Guiding Principles Segue: Since we have shared the guiding principles that create the foundation for our programs, we want to envision the quality teachers whom we will help to shape and mold. 10:15-10:45 7. What Is Our Vision for Teaching? Post-It Activity Display four charts of the Vision for Teaching activity around the room so groups can add Post- Its Focus on end goal Accomplished Teacher Charts (4) to display around the room, post-its, markers, baskets SOM Input Display SOM chart while participants are completing the Vision for Teaching activity. At the same time, display the Quadrant Partners poster/chart. PowerPoint/Transparency: Activity Instructions for A Quality Teacher Group Work Sharing information from Post-its Segue: Supporting teacher growth and autonomy States of Mind(SOM) Chart Transparency: SOM Notebook page: SOM OG States of Mind 10:45-11:00 Break Music Selection: Give Me A Break 11:05-11:15 8. Quadrant Partners Music Selection: You re the Participant interaction Quadrant Partners chart should be displayed. One that I Want Powerpoint Journals Quadrant Partners Chart will be used on Day 2 and Day 3 3

9 Distribute Sudden Literature handouts (not in notebooks). 11:15-12:00 9. Professionalization of Teaching Sudden Literature PowerPoint/Transparency: Activity Instructions for Sudden Literature Sudden Literature handouts Professional Norms Have table groups brainstorm and chart a list of professional norms. Each table group will present information to the whole group Chart paper PowerPoint/Transparency: Norm and Table Group Prompt Discussion at tables and then share ideas/chart as whole group. Music Selection: Respect OG Professional Norms Guiding Principle: Professional norms are established during the first few years of teaching. Holonomy/Holonomous People: How might we use SOM when considering norms? Refer to SOM chart displayed during Vision of Teaching discussion. 12:00-12: Mentor Roles Input Look at the list of norms that participants have developed. How many of these norms can be tied to the five States of Mind? Segue: Begin to develop norms and professional attitudes through conversations. Language used is critical it needs to be supportive and move the teacher s practice forward. Different roles of mentors Powerpoint/Transparency: Mentor roles Notebook page: Mentor roles Discuss one mentor role, eliciting responses from participants. Partner Activity Quadrant Partner 4

10 Play Musical Selection: Thank you for Being a Friend to encourage folks to finish conversation and return to table group Powerpoint/Transparency: Activity Instructions for Mentor Roles Have participants carry notebooks/mentor roles handout with them. Musical Selection: Thank You for Being a Friend Processing OG Mentor Roles Guiding Principle: New teachers benefit from opportunities to collaborate with veteran teachers. Segue: Trick is learning how and when to move in and out of these roles with thoughtfulness and in ways that are responsive to the BTs needs. Focus on BTs needs. We will connect with the needs of the BT by reflecting on our own firstyear teaching experience. 12:20 1:00 Lunch Provide background music 1:00-1: Needs of Beginning Teachers Reflection/First Year Feelings Display First Year Feelings chart while participants are writing in journals. Ask participants to read their journal entry and highlight key words or phrases that describe the feelings they experienced (Select key words and write on Post-Its to display on the chart Journals for writing (5 minutes) Participant sharing; Trainer may choose to share a brief First Year Teaching experience Chart paper First Year Feelings Give-One-Get-One (GOGO) Distribute additional handouts so that participants will have a clean copy. Notebook page: GOGO PowerPoint/Transparencies: Activity Instructions for GOGO and GOGO Chart OG Professional Knowledge Segue: Needs of BTs do not remain constant. One new teacher support 5

11 program studied the needs of new teachers over the course of their first-year teaching and found some interesting results. 1:45-2: Attitudinal Phases Musical Selections: I m So Excited Survivor Rescue Me Walking on Sunshine Don t Worry Be Happy Reflections Input PowerPoint/Transparency: Attitudinal Phases Notebook page: Attitudinal Phases T-chart Activity Number Off (10 to 15 minutes) or assign a phase to a table group to complete processing Display a sample T-Chart for Activity while participants are reading assigned information about attitudinal phases. Provide chart paper for groups to record information Five charts PowerPoint/Transparencies: T-Chart and Activity Instructions for Phases of Teacher Development Notebook pages: Articles about Phases of First-Year Teaching Group Sharing OG Attitudinal Phases OG Strategies from T- chart Guiding Principle: The needs of beginning teachers are different from those of veteran teachers. Segue: Building a trusting relationship is critical and not always easy. Ask participants to clear tables of everything except one marker. 2:45-3:00 Break Music Selection 3:00 3: Building a Trust Relationship If using sheets of Post-It chart paper, paper should be folded in advance so that paper does not stick to tables or belongings on tables. Visualization and Silent Share Poster paper and one marker on tables Case Study Never Got a Chance PowerPoint/Transparencies: 6

12 Discussion Prompt Case Study Analysis Notebook page: Case Study 3:30 3:45 Input (Bryk & Schneider) Evaluation/Closure Refer to Post It Charts and ask participants to provide feedback on Post-Its notes PowerPoint/Transparency: Trust in Schools Notebook page: Trust in Schools Guiding Principle: The relationship between the new teacher and the mentor is key to the success of the induction program (and the mentor). PowerPoint/Transparency: Carl Rogers Quote Musical Selection: Happy Trails Overview Graphic Post It Evaluations Registration Forms 7

13 Generic Agenda Day Three 9:00 4:00 TIME ACTIVITY TRAINER NOTES 9:00-9:30 Welcome/Overview Background Music Post It Evaluation Day 2 Respond to comments from Day 2. Outcomes/Overview Refer to Outcomes chart that was displayed yesterday. Agenda Day 3 Agenda chart should be displayed before Day 3 training begins. Chart (same as Day 2) Relate Outcomes to Day 2 Chart (placed beside Day 2) Segue: Have the opportunity to engage in a supporting tool for mentor and advisee. 9:30-10:00 1. Interactive Journal Journals chart should be displayed before training begins. Journal Writing PowerPoint/Transparencies: Reflective Write Journal Responses 10:00-10:35 2. Video/Mentoring Conversation Display Mentor Language and Trust charts. Record information on charts after viewing the video. Video Processing video and tools Notebook pages: Reflective Write Journal Responses Chart paper- Interactive Journal OG Interactive Journal Segue Opportunity to view a conversation between mentor and advisee Assign two groups Language Trust Chart paper for processing Language and Trust Notebook pages: Protocol, Mentor Language, Evidence of Trust, CAL, CAL Functions Provide additional copy of CAL for all participants. PowerPoint/Transparencies: 1

14 Protocol, Mentor Language, Evidence of Trust, CAL, CAL Functions OG CAL OG Mentoring Conversation Segue You ve had an opportunity to view a conversation between a mentor and a BT Now, we want to look at a wide variety of support and assessment strategies and discuss where the strategies might fall on this range. 10:35 10:50 Break Background Music 10:50 11:25 3. Tailoring Support Music Selection: Bob the Builder Conceptual Framework Remind participants of mentor roles If the only tool is a hammer, everything is a nail. Notebook page: Support and Assessment Strategies PowerPoint/Transparency: Support and Assessment Strategies (Identify three types of support: directive, collaborative, and facilitative.) Locus of control shifts. Segue: Opportunity to look over a wide variety of support and assessment strategies and discuss where the strategies might fall on this range. Distribute cards. Card Sort Cues, Clues, and Circumstances PowerPoint/Transparency: Activity Instructions for Strategic Card Sort Cues, Clues, and Circumstances Notebook pages: Support and Assessment Strategies- These pages could be used as activity when working with mentors. Group Share 2

15 11:25-12:20 4. Language and Attitude of Support Input Mini-vignettes Guiding Principle: New teacher support and assistance must be tailored to the assessed needs of the individual teacher. OG Support and Assessment Strategies Segue: Toolbox of support and assessment strategies. Look at language and attitude of support in working with these strategies. Notebook pages: Paraphrasing Clarifying Mediational Questions Teachable Moments Suggestions Suggestion Stems Non-Judgmental Responses Attitudes for Effective Listening PowerPoint/Transparencies for all these notebook pages Focus and relate to Mary Beth s and Tyson s conversation. Cognitive Coaching skills will be part of advanced training for mentors. Segue Give you an opportunity to practice language and support. Quadrant partners Model an example. Have participants role play focusing on coaching skills (Quadrant partners exchange roles BTs and Mentors). Ask for group comments. OG Supportive language Vignettes are in notebooks 3

16 can be used during Staff Development of mentors. Segue: Purpose of the mentoring conversation and the language of support is to move the new teacher s practice forward. Now, we will look at the role of the mentor as assessor, but this role cannot be confused with the role of an evaluator. 12:20-1:00 Lunch Background Music 1:00-1:15 5. Formative Assessment Support of Formative Assessment Characteristics Implementation Notebook pages: Definition of formative Formative Assessment Characteristics Why Formative Assessment? PowerPoint/Transparencies for all notebook pages OG Formative Assessment 1:15-1:45 6. Professional Teaching Standards As participants are being grouped, the four charts for Standards should be displayed Input Foundation for Formative Assessment Discuss proliferation of standards. Notebook pages: ADEPT standards Four Purposes Four domains Evidence of Standards in Districts Participants will use chart paper to record evidence Chart paper Group Work: Using information at bottom of CAL, as guidelines for standards, groups will show evidence of standards existing evidence in districts and evidence that should exist. OG Standards Segue: Now we will share some other formative assessment tools. 4

17 1:45-2:00 Break Background Music 2:00-2:30 7. Continuum Music Selection: We re Having a Party Warm-up Human Continuum Distribute Continuums Input Explanation of Continuum Teacher Profile activity (classroom mgmt) Notebook page: Case study Participants read scenario and determine where teacher falls on Continuum. Table groups then come to consensus as to where teacher would be placed on continuum on classroom management (use one page in continuum). Remind participants to focus on data. Whole Group Sharing Notebook pages: Uses of Continuum Implementing a Formative Assessment System PowerPoint/Transparencies: Uses of Continuum Implementing a Formative Assessment System OG - Continuum 2:30-2:45 8. Continuum/Self-Assessment Self Assess (APS Professionalism) Choose one page in Continuum on the APS Professionalism. Allow time for participants to self assess. Process self assessment. Participants could be placed with Quadrant Partner to share the self-assessment process. Notebook page: Continuum Self-Assessment Summary PowerPoint/Transparency Continuum Self- Assessment Summary 5

18 Guiding Principles: Teacher development is ongoing over a professional lifetime. Veteran teachers improve their skills from working with new colleagues. OG Self Assessment 2:45-3:00 9. Goal Setting Input Notebook pages: Individual Learning Plan (ILP) Purposes of ILP PowerPoint/Transparencies: ILP Purposes of ILP Processing: How do CAL and ILP work together? OG - ILP Refer back to formative assessment 3:00-3: Benefits to Mentors Input Guiding Principle: Veteran teachers improve their skills from working with Stir the Classroom: How has the training gone compared to how you thought it would go? Stir the Classroom: What might beginning/struggling teachers have to say about the training you have been part of for two days? Stir the Classroom: What are you most energized about concerning your future work with mentoring? Input Group SOM Process the activity new colleagues. PowerPoint/Transparency PowerPoint/Transparency PowerPoint/Transparency Whole group discussion Whole group discussion 3:15-3: Closure/Evaluation Background Music Closure w/ Overview Graphic and Guiding Principles PowerPoint/Transparency: Roland Barth s Quotation Thank participants. Evaluations 6